Module 1-Final-Lyka Marasigan (2A3)

THE TEACHING PROFESSION
ALTERNATIVE INSTRUCTIONAL MATERIAL (AIM)
“The student is not above the teacher, but everyone who is fully trained will be like their
teacher.” – Luke 6:40
COURSE TITLE: The Teaching Profession
NO. OF UNITS: 3
COURSE DESCRIPTION:
This course deals with the teacher as an individual, classroom teacher, community teacher
and global teacher. This emphasizes professionalization to cover teacher’s status and levels of
professional rewards and professionalism to improve competencies. This talks about the intricacies
of teaching and about teaching both as a mission, a vocation and a profession.
COURSE OBJECTIVES
At the end of this course, the students are expected to:
 Cultivate critical thinking and problem-solving skills.

 Explain educational terminology and concepts relevant to policies, research, and
practices in the education system.
 Differentiate instructional and program goals for students enrolled in the education
system at the early childhood, elementary, middle, and high school levels.
 Judge decision-making skills within a context of complex situations where there
may not be a match between theory and practice.
 Critically examine values, beliefs, and strategies that influence the learning of all
students.
 Justify personal motivation for pursuing the teaching profession.
 Demonstrate an understanding of the teacher certification requirements
Teaching will remain to be the Noblest Profession in the history of

mankind.
Great men and women whose names are written in history are products of
great teachers
FILM VIEWING ACTIVITY (Motivation)
15 Minutes Documentary Film Viewing –TEDX about Sabrina Onkiko as a Public School Teacher
( Make 3 paragraphs Reflection on this Video – What did you Learn?, What did you Feel and Why
did you feel that way? Submit in our google Classroom.
Reflection:
From the film of Sabrina’s story of achieving her own dream, I learned that we must pursue what
we want to be and let yourself explore more about you. Your passion and love for what you want
will bring you to success and achievement. Be who you are and used the things that will inspire
you in dreaming and be the inspiration to all the people who are like you, a dreamer also. No matter
how many hindrances and financial status does not also matter in pursuing or achieving your
biggest dream as long as you have the courage, patience, love, passion and confidence you will
become successful.
I felt happy because she achieved her biggest dream and overcome the things or challenges along
her way. And despite of having a degree she chose to teach students on a public school because she
believes that those students have a brighter future and she sees the potential in them. Sabrina did
great in teaching and inspiring her students on dreaming and pursuing what they want. I was also
inspired on her story because despite of criticism and hardships she has become a teacher. An
inspiration for me to keep going and pursue my dreams and goals in life.
The story of Sabrina is an inspiration to all the dreamers and public teachers who are dedicated in
teaching the students who have talents, intelligence and bigger dreams. Be proud where you are and
being a public school teacher is wonderful because of simplicity. It does not matter whether it is a
private or public school, as long as you are happy to teach and you have an impact to your students’
lives that’s more than enough. A profession is your passion and it is the symbol of your journey
through the trials and challenges along the way of achieving your dream, and goal.
Welcome to world of Teaching Profession!
This module provides you an opportunity to explore teaching as a profession

and your suitability for teaching. It aims to offer you a realistic insight into modern
teaching practice as well as opportunities to reflect on your understanding of teaching and
your desire to join the profession.
Each lesson in this module consists of the following parts and its corresponding icon to remind you
of the purpose of the said part:
PRE-TEST
The pre-test aims to determine you background knowledge of the lesson;
This icon signals a pre-test that you need to answer to determine how much you
about the topic. At every pre-test, you will find a question to answer. Write your
answers in the blank provided for or as instructed in the pre-test. If you cannot
answer a question may leave it blank. But see to it that you go back to check after you have studied
or read the text.
CONTENT
In this section, the basic concepts and information about the lesson are discussed;
You will find this icon before some chunks of text in the following pages. It tells you to carefully
study the concepts, principles, or processes discussed in the text. It also tells you that there is a
question to answer or an idea to think about it.
MASTERY TEST/ WRITTEN WORKS

Y ou will find this icon at the end of every lesson. It signals a self-test to determine
how well you have achieved the objectives set in the unit. Study the lesson
well and you will perform quite well in the self-test. This will be submitted to
your teacher after you answering the self-test. Write legibly and always
follow instructions properly. Generally, the mastery test aims to determine
how much you have learned from the module.
LEARNING ACTIVITIES/ PERFORMANCE TASKS

This icon tells you of an assignment you have to perform. The quality of
your output from this assignment will show the extent to which you can
apply what have you learned from the lesson. Submit this also to your
teacher at the date specified. Here are several activities provided which
hopes to deepen your understanding of the lesson; and
Each lesson is supplemented with the learning activity guide questions and
likewise the feedback to the practice task.
How do you use this module?

To benefit fully from this material you must carefully follow all the instructions
provided. Please read each module thoroughly and with understanding. Remember that
these are modules and you can only learn from them if you would perform all the task
required in each lessons of the module.
The following pointers aim to help you maximize the benefits of the modules:
1. Answer the pre-test found at the beginning of each lesson as best as you can.
2. Compare your answers with those in the answer sheet on the page following the pre-test.
This will give you an idea of how much you already know about the lesson.
3. Read the lesson carefully before attempting to answer the post test.
4. Perform all suggested activities
5. Accomplish your work sheet and submit or send it with your teacher (May use online)
6. Be sure to take the test after each lesson (post-test) and check your answers with the key
found on the page succeeding the post-test. This will show you how much progress you
have made.
7. Should the result of post- test be unsatisfactory, read the lesson all over again.
Remember that “ if at first you don’t succeed, try and try again”.
8. After reading all the lessons and passing all the corresponding test, inform you teacher
that you are ready for summative test. This time you will be given questions under time
pressure and would not let you to change your final answer and this will be recorded as
your real performance.
If you have questions, ask your teacher for assistance. (email add:
doclan1959@gmail.com facebook accnt: Leonicia S. Marquinez
cp# 09176349827)
Module 1. You, the Teacher, as a Person in Society
Introduction
We don’t live in a vacuum. We live in a society. We are part of the society. Our
society influences us to the extent we allow ourselves to be influenced by it. Our thoughts,
values, and actions are somehow shaped by events and by people with whom we come in
contact. We, in turn, help shape society-its events, its people, and its destiny. (Bilbao
et.al.2015)
John Donne said in his song “No Man Is an Island”: “No man stands alone….. We
need one another…..” in the context of your life as a teacher, we would say: “No teacher is
in an island. No teacher stands alone”. Indeed you can’t become a teacher alone. Think of
the many people who are helping you now become a teacher in the near future. In facts,
soon you will be called “teacher” in relation to a student, in the same manner that your
student will be called “student” in relation to you as teacher (Bilbao, et.al.2015)
In this Chapter, you will be made to realize the significant role that you will play in
society. This perhaps one reason why many a time the teacher is blamed for the many ills
in society. You will also come to realize the demands it will exact from you for much is
expected of you, the teacher. It is therefore, no joke to become one!
While teaching has many demands it also has its share of rewards. Great teachers recite a
litany of these rewards most of which are invisible to the eyes but are the most essential.
Your influence on your students and on other people with whom you work and live
depends a great deal on your philosophy as a person and a s a teacher. Your Philosophy of
life and your philosophy of education serve as your “window” to the world and “compass”
in the sea of life as a whole. They govern and direct your lifestyle, your thoughts,
decisions, actions and your relationships with people and things (Bilbao, et.al.2015)
Learning Outcomes.
At the end of this module, you are expected to:
1. summarize at least 7 philosophies of education and draw their implications to
teaching-learning.
2. formulate your own philosophy of education
3. discuss and internalize the foundational principles or morality.
4. accept continuing values formation as an integral part of your personal and
professional life.
5. clarify if you really value teaching.
6. explain teaching as a vocation, mission, and profession
7. embrace teaching as a vocation, mission, and profession.
PRETEST
Directions: Answer each with a YES or No. Write your answer on the space
provided before each number.
A. Essentialism
NO 1. Do essentialists aim to teach students to reconstruct society?
NO 2. Is the model citizen of the essentialist the citizen who contributes to the re-building of
society?
NO 3. Do the essentialist teachers give up on teaching the basics if the students are not
interested?
YES 4. Do the essentialist teachers frown on long academic calendar and core
requirements?
B. Progressivism
NO 5. Do the progressivist teachers look at education as a preparation for adult life?
YES 6. Are the students’ interests and needs considered in a progressivist curriculum?
YES 7. Does the progressivist curriculum focus mainly on facts and concepts?
YES 8. Do the progressivist teachers strive to simulate in the classroom life in the outside world?
C. Perennialism
NO 9. Are the perennialist teachers concerned with the student’s mastery of the fundamental
skills?
YES 10. Do the perennialist teachers see the wisdom of ancient, medieval and
modern times?
NO 11. Is the perennialist curriculum geared towards specialization?
NO 12. Do the perrenialist teachers sacrifice subject matter for the sake of students’ interests?
D. Existentialism
NO 13. Is the existentialist teacher after students becoming specialists in order to contribute to
society?
YES 14. Is the existentialist concerned with the education of the whole person?
YES 15. Is the course of study imposed on students in the existentialist classroom?
NO 16. Does the existentialist teacher make heavy use of the individualized approach?
E. Behaviorism
YES 17. Are behaviourists concerned with the modification of students’ behaviour?
YES 18. Do behaviourist teachers spend their time teaching their students on how to respond
favourably to various environmental stimuli?
YES 19. Do behaviourist teachers believe they have control over some variables that affect
learning?
YES 20. Do behaviourist teachers believe that students are a product of their environment?
F. Morality
YES21. Is morality for person and animals?
NO 22. Is the natural law known only by the learned?
YES 23. Did the primitive people have a sense of the natural law?
NO 24. Is an animalistic act of man moral?
NO 25. Is it right to judge a dog to be immoral if it defecates right there in your garden?
CONTENT
Lesson 1. Your Philosophical Heritage
The Existential Question
We are heirs to a rich philosophical heritage. Passed on to us are a number of
philosophical of various thinkers who lived before us. These thinkers reflected on life in
this planet. They occupied themselves searching for answer to questions about human existence.
These existential question come in different versions- “What is life?”, “Who am I?”, “Why am I
here?”, or “What am I living for?”, “What is reality?”, “Is the universe real?”, “What is good to
do?”, “How should I live life meaningfully?” and the like. In the school context, these existential
question are: “Why do I teach?”, “What should I teach?”, “What is the nature learner?”, “How do
we learn?”, etc.
Do This: An Exercise to Determine your Educational Philosophy (Adapted).

Find out to which philosophy you adhere. To what extent does each statement apply to you? Rate
yourself 4 if you agree with the statement, 3 if you agree but not always, 2 if you agree sometimes,
and 1 if you don’t agree.
Statements 1 2 3 4
1.There is no substitute for concrete experience in 

learning
2. The focus of education should be the ideas that 

are as relevant today as when they were first
conceived.
3. Teacher must not force they students to learn 

the subject matter if does not interest them.
4. School must develop students’ capacity to 

reason by stressing on the humanities.
5. In the classroom, students must be encourage 

to interact with one another to develop social
virtues such as cooperation and respect.
6. Students should read and analyze the Great 

Books, the creative works of history’s finest
thinkers and writers.
7. Teachers must help students expand their 

knowledge by helping them apply their previous
experiences in solving new problems.
8. Our course of study should be general, not 

specialized; liberal, not vocational; humanistic, not
technical.
9. There is no universal, inborn human nature .We 

are born and exist and then we ourselves freely
determine our essence.
10. Human beings are shaped by their 

environment.
11. Schools should stress on the teaching of basic 
skills.
12. Change of environment can change a person. 
13. Curriculum should emphasize on the 

traditional disciplines such as math, natural,
science, history grammar,literature.
14. Teacher cannot impose meaning; students 

make meaning of what they are taught.
15. Schools should help individuals accept 

themselves as unique individuals and accept
responsibilities for their thoughts, feelings and
actions.
16. Learners produce knowledge based on their 

experiences.
17. For learner to acquire the basic skills, s/he must 

go through the rigor and discipline of serious study.
18. The teacher and the school head must prescribe 

what is the most important for the student to learn.
19. The truth shines in an atmosphere of genuine 

dialogue.
20. A learner must be allowed to learn at his/her 

own pace.
21. The learner is not a blank slate but brings past 

experiences and cultural factors to the learning
situation.
22. The classroom is not a place where teacher 

pour knowledge into empty minds of students.
23. The learner must be taught how to 

communicate his ideas and feelings.
24. To understand the message from his/her 

students, the teacher must listen not only to what
his/her students are saying but also to what they
are not saying.
25 An individual is what he/she chooses to become 
not dictated by his/her environment.
1,3,5,7 2 you are more of progressivist
2,4,6,8 0 you are more of a perennialist
9,15,20,25 3 you are more of an existentialist
10,12 1 you are more of a behaviorist
11,13,17,18 1 you are more of an essentialist
14,16,21,22 1 you are more of a constructive
19,23,25 3 you are more of a linguistic philosopher
If you have 2 scores of 4 in a several of the 7 clusters, you have an eclectic philosophy which
means you put the philosophies together. If your scores are less than 4, this means that you are not
very definite in your philosophy. Or if your scores are less than 3 in most of the items, this means
your philosophy is quiet vague.
After you have gotten an idea on the philosophy/ies you learn let us know more about each of them.
The following notes were lifted from http://en.wikipedia.org/wiki/Philosophy_of_education.
Now, it’s time for you to be familiarized with the different Philosophies of Education. Enjoy
reading and be learned.. Happy Reading….
Seven Philosophies of Education:
Philosophies Why Teach What to Teach How to Teach

1. Essentialism This philosophy Essential programs are Essentialist teachers
contends that academically rigorous. emphasize mastery of
teachers teach for The emphasis is on subject matter. They are
learners to acquired academic content for expected to be
basic knowledge, student to learn the basic intellectual and moral
skills and values. skills of the fundamental models of their students.
Teacher teach “not r’s-- reading, ‘riting, They are seen as
to radically reshape ‘rithmetic, right conduct-- “fountain” of
society” but rather as these are essential to information and as
“to transmit the the acquisition of higher “paragon of virtue”, if
traditional moral or more complex skills ever there is such a
values and needed in preparation for person. To gain mastery
intellectual adult life. The essentialist of basic skills, teachers
knowledge that curriculum includes the have to observe “core
student need to “traditional discipline requirements, longer
become model such as math, natural school day, a longer
2. Progres
3. Perenni
4. Existen
5. Behavio
6. Linguis
Philosoph
7. Constru
Metaphors for Teaching & Learning
Think of an object/insect/animal that you could compare Learning and Teaching and write in
in one half sheet of paper.
Example:
A journey of 1000 miles starts with the first step
Learning is like a building a house because…
Teaching is like a climbing mountain because…
Learning is a gift since…
A new idea is the sparks that lights an eternal flame
Isn’t it exciting?
MASTERY TEST
A. Test Your Understanding
Directions: Identify to which Philosophy does each theory of man belong?
A. A person:
Behaviorism 1. is a product of his environment.
Existentialism 2. has no universal nature.
Perennialism 3. has rational and moral powers.
Behaviorism 4. has no choice; he is determined by his environment.
Existentialism 5. can choose what he can become.
Behaviorism 6. is a complex combination of matter that responds to physical stimuli.
Behaviorism 7. has no free will.
Perennialism 8. has the same essential nature with others.
Perennialism 9. is a rational animal
Existentialism 10. first exists then defines himself/herself.
Behaviorism 11. is a social animal who learns well through an active interplay with others
Behaviorism 12.is a communicating being
Existentialism 13. is a maker of meaning
Perennialism 14. a constructor of knowledge.
B. Philosophy as a Teacher
What is your philosophy as a Teacher?
Make your own philosophy (your principles, advocacy, your belief) as a teacher. Make it
original and put it in a frame and place it on your wall or table
LEARNING ACTIVITIES
Activity 1. Symbolizing the Philosophy
Directions: In each box below, draw a symbol for each of the 7
philosophies. Explain your symbol. (70 pts.)
Essentialism Progressivism
This symbol is for the skills and knowledge Just like going up the stairs the progressivism
given by the teachers to her students. The developed and increase also. Step by step
subjects taught by the teachers there are changes just like how it goes in our
everyday lives.
Perennialism
Existentialism
The great books represent all the
The apple represents our differences and
teaching and it is the teacher’s basis for
uniqueness among others. The existentialists
what they are going to teach. teach how to overcome differences and how
we will develop their capability.
teacher.” – Luke 6:40 Behaviorism
Linguistic Philosophy
The minds control our behavioral and
It is developing our communication skills and
we learn through this then applied it in
the more language we know the better we
Constructivism
This symbol is like the goal of this philosophy because it let

the mind of the learners think and make meanings or use
creativity to solve the puzzle
Activity 2. Venn Diagram
Name: Marasigan, Lyka D. Yr.&Sec. BSED-2A3-Filipino Major

Directions: Using Venn Diagram, present the following: (30 pts.)
1. similarities between Essentialism and Perennialism
-both transmit knowledge to students
-promote education on moral values,

vocation and intellectual knowledge
ESSENTIALISM -traditional/historical education PERENNIALISM

philosophy
-the teacher is the fountain of

knowledge
-composed of the 3r
2. differences between Behaviourism and Existentialism
BEHAVIORISM
EXISTENTIALISM
-focuses on shaping the behavior of
students -help students and understand that
they are unique individuals
-teaches students to respond
favorably in the environment -focuses on the individual learning
and interests
-let students discover their essence
3. similarities between Linguistic Philosophy and Constructivism
-both make and create

meaning
LINGUISTIC -make learning and skills CONSTRUCTIVISM
PHILOSOPHY
-used experiences for
better learning
Lesson 2. Formulating Your Philosophy of Education
You have been acquainted with various philosophies. With which do you identify yourself?
What is your personal philosophy of education? You are expected to formulate it in this second
lesson.
Your philosophy of education is your “window” to the world and “compass” in life
(Bilbao, et.al. 2015). Hence, it may be good to put the philosophy of education in writing. Your
philosophy is reflected in your dealings with students, colleagues, parents and administrators. Your
attitude towards problems and life as a whole has an underlying philosophy. In this lesson, you will
articulate your thoughts on how you perceive the learner, on what are the right values, on what and
how you must therefore teach. If you articulate your philosophy of education, you will find
yourself more consistent in your dealings with other people, in your actions and decisions.
What does a philosophy of education contain or include? It includes your concept about:
the human person, the learner in particular and the

educated person
philosophy
of
education
what is true and good and therefore must be how a learner must be taught in order to
taught come close to the truth
Here is an example:
My Philosophy of Education as a Grade School Teacher
I believe that every child

has a natural interest in learning and is capable of learning
is an embodied spirit
can be influenced but not totally by his/her environment.
is unique, so comparing a child to other children has no basis
does not have any empty mind, rather is full of ideas and it is my task to draw out these
id
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Activity 1. Philosophy: An Analysis
Name: Marasigan, Lyka D. Yr.& Sec. BSED-2A3-Filipino Major
Directions: Analyze the given example of Philosophy of Education in Lesson 2, then answer the
following questions: (5pts. each)
1. Which of the philosophies studied in Lesson 1 are reflected in the given philosophy?
The given Philosophy reflected the progressivism because it is focus on the skills that students
must have at the present and according to the philosophy it responds to the needs of the students.
This philosophy let students progress and the teacher as their facilitator. The teacher are into the
progress of the students not only on the school but also in the society. Other “hands-om-minds-on-
heart-on “teaching methodology that Progressivist teachers use are field trips during which students
interact with nature or society. Teachers also stimulate students through though-provoking games,
and puzzles that will exposed the students skills and knowledge to solve or answer the activities
just like the given philosophy.
2. What are the teacher’s concept/s of the learner?
The teacher’s concepts about learner is that they are an embodied spirit, unique individuals with
special talents, and they are the one who acquire knowledge. The learner acquire and sends ideas or
knowledge from their own experiences , and minds. A learner is not only a learner they can also
share and teach other what they have known. The learner learns the basic and understand it clearly
then they process that in the society. A helpful and important member of the society because they
may be the hope of it or the one who can make a change within the society.
3. Who, according to the Grade school teacher’s philosophy, is the good and educated person?
According to the Grade school teacher’s philosophy the good and educated person is the one who
can give the learner knowledge that only about in basic skills but also about how long it will be
integrate in the learners mind. Aside from that they are the one who knows how to value
knowledge and skills. A good and educated person is the one who have mastery on teaching and
have a long impact on students’ lives. They are the one who does not also make the students learn
but they are also the one who inspire them.
4. What is the teacher’s concepts on values?

The teacher’s concepts on value is that it is unchanging, it should be incalculated and integrated on
the learner’s minds. These values should help or make the learners be responsible and be a model
within the society. And that it should be passed to every child of every generation.
5. What does the teacher believe to be her primary task?
The teacher believe that her primary task is to facilitate the development of every child. She will be
the facilitator on her students’ progress not just only in school but also in the society. A facilitator
of her students development that provides activities that will develop their character, intelligence
and spirit.
6. Do his/her concepts of the learner and the educated person match with how he/she will go about
his/her task of facilitating every child’ full development?
Yes, because she knows what are her students and how she will deliver knowledge to promote
development. The teacher knows what should be develop to her students in order to meet her
concepts about and educated person.
7. You notice that the teacher’s thought on the learner, values and method of teaching begin with
the phrase “I believe”. Will it make a difference if the Grade school teacher writes his/her
philosophy of education in paragraph form using the third person pronoun?
No, because they are all into what’s best for their students and most of the have the same goals on
teaching. They chose that profession because of the goal of teaching students values and
knowledge. They are all a facilitator of their student development and progress.
8. Why is one’s philosophy of education said to be one’s “window” to the world or “compass” in
life?
Because through one’s philosophy on education you can know them as a teacher and you can trust
what they will provide. It is the window or compass because it serves as their guide and on how
they will achieve their goals as an educator. Through this you can see the path you will go through.
Activity 2. Formulating Your Philosophy as A Teacher

Directions: Formulate your personal philosophy as a Teacher . Write it down inside the box, then
answer the given questions about your philosophy of education. Turn in your work to our Google
Class.
What is your philosophy as a Teacher?

Make your own philosophy (your principles, advocacy, your belief) as a teacher. Make it
original and after putting it on our Google Classroom , put it in a frame and place it on your wall
or table.
My own Philosophy as a Teacher

I believe that every child
- has unique talents and qualities
- have their own knowledge and ideas that can be share
- the one who will be a helpful member of the society
- the agent of knowledge also
- the model to others
- is a blessing and needs to be taught what they ought to learn
I believe that there are lots of things a teacher and a learner can incalculate in each other’s mind.
I believe that my task as a teacher is to teach the students the values, right conduct , knowledge
and basic skills by:
 analyzing and observing my students behavior and;
 characters they possess
 making the feel comfortable with me not only as a teacher but also a friend and a parent
 teaching my students the basics and them make it as a broader sense of learning
 be a model of the values and characters one must possess
 be a model of a good educator
 inspire them about my journey on achieving my dreams
 teach with mastery and always remind the about the values and good manner
 provides techniques and strategies on how to incalculate the teachings to my students
minds so that they may integrate it
B. Reflect on your own Philosophy of Education using the following questions as guide:
1. With that educational philosophy:
 how will you treat your student?
- I will treat my students fair and depending on their needs. As a teacher I will seek first
their needs and uniqueness among others. I will also treat them naturally and as a learners
that needs care, and proper teaching.
 what will you teach?

- I will teach them my knowledge on my specialization, the values and proper behavior they
must have as a learner, and a member of the society. As well as I will inspire them more on
achieving their dreams and teach them on how to become a role model for others.
 how will you teach?
-In a way that I must know them all and used different or creative ways of teaching for my
students to be more interested, and learn more. Teaching through my heart and mind, and
let them suggest what medium or way I should use for the to learn better.
2. From which philosophies that you have studied and researched did you draw inspiration as you
formulated your own philosophy of education?
From the essentialism philosophy because for me I want my learners to realize their essence and
goals in life as well as in the society. I want to teach them how they will developed their talents and
intelligence that they can be used within the society.
3. Does this education philosophy of yours make a difference in your life?
Yes, because it gave me direction on what educator I should be and on how I will teach my future
students. Looking on my philosophy I will be more guided and it will be a big help for me in
formulating strategies and techniques. A tool that I will use as a compass and for me not to be lost
in track while teaching.
4. What if you do not have a formulated philosophy of education at all?

Maybe I will not be able to know what steps I should have when I will teach. I don’t know what to
do first and I will be confused on how I will teach my learners. It will be hard or me if I will not
formulate a philosophy on education
5. Is your educational philosophy more of an abstract theory than a blueprint to daily living?
For me, my educational philosophy is more of a blueprint to daily living, because it is the usual
routine I should have when teaching. It will always be a practice of mine while living as a teacher.
A blueprint or guide of mine on how I will going to teach and what I should teach.
6. Do you think your philosophy will change as you grow in knowledge?

- Yes, I think that it will change cause there lots of things I don’t know on teaching. I might
encounter or experience such things that will help me and will be include also on my lists. I have
many things that I need to know and learn about teaching , and to the different type of learners.
Lesson 3. The Foundational Principles of Morality and You
“ When you carry out acts of kindness you get a wonderful feeling inside. It is as thought
something inside your body responds and says, yes, this is how I ought to feel.”
- Harold Kusher
Someone once wrote of teachers: “Even on your worst day on the job, you are still some
children’s best hope. Indeed society expects much from you, the teacher. You, too, have a
significant influence in society.
For you to be able to cope with these expectations you should be anchored on a bedrock
foundation of moral and ethical principles. Let us begin this lesson by defining what morality is.
What is morality?
As defined by one textbook author, morality refers to “ the quality of human act as by
which we call them right or wrong, good or evil” (Panizo, 1964). Your human action is right
when it conforms with the norm, rule, or law of morality. Otherwise it is said to be wrong. For
instance, when you get the ballpen of your classmate without permission, your action is wrong
because it is contrary to the norm, “stealing is wrong”. A man’s action, habit or character is good
when it is not lacking of what is natural to man, i.e. when it is in accordance with man’s nature. For
instance, it is not natural for man to behave like a beast because he is not a beast. He is a man and,
unlike the beast, he has intellect and free will. That intellect makes him capable of thinking,
judging and reasoning. His free will gives him the ability to choose. Unlike the beasts, he is not
bound by instincts. It is a natural occurrence for beasts when a male dog meets a female dog on the
street and mate right there and then as they are not free but bound by their instinct, like sexual
instinct. But it is contrary to man’s nature when a man and a woman do as the dogs do. To do is to
go to the level of the beast.
Meaning of foundational moral principle
What is meant by foundational moral principle? The word principle comes from the Latin
word princeps which means a beginning, a source. A principle is that on which something is based,
founded, originated, initiated. It is likened to the foundation of a building upon which all other
parts stand. If we speak of light, the principle is the sun because the sun is the body from which the
light of this world originate. A foundational moral principle is, therefore, the universal norm upon
which all other principles on the rightness or wrongness of an action are based. It is the source of
morality.
Where is this foundational moral principle? It is contained in the natural law. Many
moralists, authors, and philosophers may have referred to this foundational moral principles in
different terms. But it may be acceptable to all believers and non-believers alike to refer to it as
natural law.
What is natural law? It is the law “written in the hearts of men”. ( Romans 2:15- Which
show the work of the law written in their hearts, their conscience also bearing witness, and their
thoughts the mean while accusing or else excusing one another;) For theists, it is “man’s share in
the Eternal law of God…For St. Thomas, it is as” the light of natural reason, whereby we discern
what is good and what is evil…. An imprint on us of the divine light.. It is the law that says; “Do
good and avoid evil”. THIS IS THE FUNDAMENTAL OF FOUNDATIONAL MORAL
PRINCIPLE.
All men and women, regardless of race and belief, have a sense of this foundational moral
principle. It is ingrained in man’s nature. “It is built into the design of human nature and woven
into
the fabric of the normal human mind.” We are inclined to do what we recognize as good and avoid
that which we recognize as evil.
Panizo says: “Writings, customs, and monuments of past and present generations point out to this
conclusion: that all people on earth, no matter how savage and illiterate, have recognized a supreme
law of divine origin commanding good and forbidding evil” (Panizo, 1964). The same thing was
said by the Chinese philosopher, Mencius, long ago:
All men have a mind which cannot bear (to see the suffering of) others… If now men
suddenly see a child about to fall into a well, they will without exception experience a
feeling of alarm and distress…From this case we may perceive that he who lacks the
feeling of commiseration is not a man; that he who lacks a feeling of shame and dislike is
not a man; and that he who lacks a sense of right and wrong is not a man…Man has these
four beginnings… (Fung Yulan, 1948, 69-70)
The natural law that says “do good and avoid evil” comes in different versions. Kung-fu-tsu said
the same when he taught: “Do not do to others what you do not like others to do to you”. This is
also the Golden Rule of Christianity only that it is written in the positive form: “Do to others what
you like others to do to you.” Immanuel Kant’s version is “Act in such a way that your maxim can
be the maxim for all.” For Christians, this Golden Rule is made more explicit through the Ten
Commandments and the Eight Beatitudes. These are summed up in two great commandments.
“love God with all your heart, with all your mind, with all your strength” (Luke 10:27) and “love
your neighbour as you love yourself” (Mark 12:31) The Buddhists state this through the eightfold
path. For Buddhists, they do good when they:
1. strive to know the truth;
2. resolve to resit evil;
3. say nothing to hurt others;
4. respect life, morality, and property;
5. engage in a job that does not injure others;
6. strive to free their mind of evil;
7. control their feelings and thoughts ; and
8. practice proper forms of concentration. (Ramos, 2016)
Buddha taught that “hatred does not cease by hatred; hatred ceases only by love.” The Islamic
Koran “forbids lying, stealing, adultery, and murder.” It also teaches “honor for parents, kindness
to slaves, protection for orphaned and the widowed, and charity to the poor. It teaches the virtues of
faith in God, patience, kindness, honesty, industry, honor, courage, and generosity. It condemns
mistrust, impatience and cruelty. Furthermore, the Muslims abide by the Five Pillars of Islam:
1. prayer
2. self-purification by fasting
3. fasting
4. almsgiving
5. pilgrimage to Mecca for those who can afford (www.islam101.com/dawal/pillars.html)
Teacher as a person of good moral character
As laid down in the preamble of our Code of Ethics of Professional Teachers, “teachers
are duly licensed professionals who possess dignity and reputation with high moral values as
well as technical and professional competence in the practice of their noble profession, they
strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and
values.”
From the above preamble, the words moral values are mentioned twice, to accentuate on
the good moral character expected of you, the TEACHER.
A Christian author describes four ways of describing good moral character.
1. being fully human- you have realized substantially your potential as a human person
2. being a loving person - you are caring in an unselfish and mature manner with yourself
other people and God
3. being a virtuous person - you have acquired good habits and attitudes and you practice
them consistently in your daily life
4. being morally mature person- you have reached a level of development emotionally,
socially, mentally, spiritually appropriate to your developmental stage
In short, you are on the right track when you strive for to develop your potential, your love
and care for yourself and make this love flow to others, you lead a virtuous life, and as you advance
in age you also advance in your emotional, social, intellectual and spiritual life.
The foundational moral principle is “Do good; avoid evil”. This is contained in the natural
law. The natural law is engraved in the heart of every man and woman. We have in us the sense to
do the good that we ought to do and to avoid the evil that we ought to avoid. This foundational
moral principle of doing good and avoiding evil is expressed in many other ways by different
people. The famous Chinese philosopher, Kung-fu-tzu taught the same principle when he said: Do
not do to others what you do not like others do to you.” Immanuel Kant taught the same: Act in
such a way that your rule can be the principle of all.” The Buddhists abide by the same moral
principle laid down in their Eightfold Path. The Muslims have this foundational moral principle
laid down in their Koran and the Five Pillars. For Christians, the Bible shows the way to the good
life- the Ten Commandments and the Eight Beatitudes. The Ten Commandments and the Eight
Beatitudes are summarized in two great commandments of love for God and love for neighbour.
Our act is moral when it is in accordance with our human nature. Our act is immoral when
it is contrary to our human nature. Our intellect and free will make us different from and above the
beast.
As a teacher, you are expected to be a person of good moral character. You are a person of
good moral character when you are : 1) human, 2) loving, 3) virtuous, and 4) mature.
Congratulations, you have done reading and studying the lessons. Now be ready for
the mastery test to check your understanding. God bless you
MASTERY TEST
B. Test Your Understanding
Directions. Identify these statements. Write your answer on the space provided before each
number.
Morality 1. It is the quality of human acts by which we call them right or wrong.
Natural Law 2. It is the law written in the hearts of men.
Buddhists 3. They are known for the Eightfold Path.
Ten Commandments 4. It shows the way to the good life for the Christians.
Right 5. Our act is _______ when it is in accordance with human nature.
Virtuous 6. You are a ___________ person when you have acquired good habits and attitudes and
you practice them consistently in your daily life.
Philosophy of education 7. It is your window to the world and a compass to your life.
human 8. How can you say that you are a person of good moral character?
Loving 9.
Virtuous 10.
Mature 11.
‘’ Do to others what you like others do to you’’ 12. What is the Golden Rule?
Foundational moral principle 13. It is the universal norm upon which all other principles on the
rightness or wrongness of an action are based.
Princeps 14. It is a Latin word which means beginning, a source.
Principle 15. A___________ is that on which something is founded and originated.
LEARNING ACTIVITIES
Activity 1. Graphic Organizer
Name: Marasigan, Lyka D. Yr. &Sec. BSED-2A3-Filipino Major
Directions: Through graphic organizer, present the ideas that you have learned from Lesson 3. Use
the space below for your Graphic Organizer. (40pts)
THE RIGHTNESS AN ACTION IS

AND RIGHT WHEN IT YOU ARE A PERSON F
CONFORMS WITH GOOD MORAL
WRONGNESS OF
THE NORM, RULE CHARACTER WHEN YOU
AN ACTION OR LAW OF ARE:
MORALITY 1. HUMAN
2. LOVING
3. VIRTUOUS
4. MATURE
Morality
THE TEN
COMMANDM
ENTS AND
EIGHT
FOUNDATIONAL MORAL
BEATITUDE
PRINCIPLE
THE TEN
COMMANDMENTS (DO GOOD AND AVOID
AND EIGHT EVIL)
BEATITUDE
ACTION IS RIGHT WHEN IT CONFORMS WITH THE NORM, RULE OR LAW

OF MORALITY
Activity 2: Research Work

Directions: Research on the following. Write your answer on the space provided. (30 pts.)
1. What does this statement imply about the role of Religion in the moral formation of man?
- “If God did not exist, then everything would be permitted.” Dostoyevsky
The implication is that if God didn’t exist, morality also doesn’t exist because only God can impose
moral limits on human behavior. This is a concept often given as a reason for a deist-type in some
sort of God, even if a person doesn’t go to church, read bible and attend holy gatherings. It doesn’t
make sense for the simple reason that God is the only thing whose existence is necessary. There are
nearly as many religions as there are Gods that populate them. All differ on what and how man
should act, worship and respect their God. Simple logic tells us they cannot all be correct, at least
in this single universe. We are asked and, in some religions commanded, to believe the particular
words- the true word of God or Gods. It indicate that religion is necessary for moral action and that
moral action is necessary to social good.
1. How does conscience relate to morality?

Your conscience is your inborn, natural ability to detect what is right and wrong. It is literally, how
we become conscious of the morality of our actions. We feel bad when we do something wrong.
Your conscience is what makes you feel bad, and sometimes good, about things you have done,
have wanted to do, or even things you didn’t do. Now everyone has morals but some people have
more or just have stricter morals. When you go against one of your morals, you feel bad. Usually,
it’s your conscience that causes you feel that way. If your conscience of what you are doing your
common sense will guide you to do the right thing, therefore your actions will be morally good.
3. Are man-made laws part of the natural law? What about the Code of Ethics for Professional
Teacher?
Man- made laws are sometimes an outgrowth of natural or physical laws. Think about just any
traffic law. These laws are governed by the laws of physics. It just guide us what to do and what we
don’t have to do. Professional Code of Ethics is not laws in the same sense. But it shows me the
correct way to treat others. It is just the etiquette for teaching and on how we act properly and
correctly. A guide on our actions and on what we need in order to look professional.
4. Do laws limit our freedom?

Laws do limit our freedom but that will always be necessary until there is only one person left on
earth. There is a saying that goes “your freedom ends where my nose begins”. In other words, until
you interfere with my rights and freedoms. It limits us for what we should not do in our life while
we are living here in earth. It is made for us not to commit crime and not to do wrong to others and
to the government. It limits our freedom that is not good and not morally right to do.
5. To be moral is to be human? What does this mean?
To be moral is human, this means that any act is moral makes a man become more kind of human
being that s/he was intended to be. You cannot be human without having some moral system,
because humanity and morality are equivalent. The quote asserts that morality is a necessary
characteristic of the human condition. To act immorally is to act inhumanly, while to act morally is
human. It’s important to remember that this is referring to humanity in a philosophical sense, not in
a biological humans are moral creatures, or even that no other animals are capable of acting
morally.
6. Why is morality only for person?

Human beings have an ability to think and decide unlike animals. They are able to reflect on and
make judgments about their own and other’s actions, and as a result, we are able to make moral
choices. Human beings have something that no other animal has: an ability to participate in a
collective cognition. From a very limited understanding of morality to a more sophisticated
understanding- involving, for instance, the consideration of the motives and intentions behind
particular action. That’s the reason why morality is only for person, they can’t think and make a
choice between what is right and wrong.
Activity 3: Morality Song/Poem
Directions: Compose a Poem/ a Song about Morality. Then make a video of your poem or a song.
Send your composition and video to our Google class. See the Rubrics given.
”LIVE WITH IT”
A sense of goodness,
Is seen in the moral actions.
People living with what we ought,
Will give us divine life and right.
Knowing what is right and wrong

Enable our actions conform norms.
Our hearts knows what to feel and do,
While the minds taught and decide what is the right thing to do.
Live with good habit,

And will let you out of cheat.
Avoid what is wrong or evil,
Then you will live and have a life with light.
Enlightened our will and intellect,

For what is moral and right habit
Live with a virtuous life and act
To achieve morality within your heart.
Lesson 4: Values Formation and You
Introduction
“Education in values means the cultivation of affectivity, leading the educand
through exposure to experience of value and of the valuable- R. Aquino
As mentioned in Lesson 3, to be moral is to be human. Living by the right values

humanizes. The question that you may raise at this point is.: Is there such thing as right,
unchanging and universal value? Is a right value for me also a right value for you? Are the values
that we, Filipinos, consider as right also considered by other nationalities as right values? Or are
values dependent on time, place and culture?
There are two varied answers to the questions, depending on the camp where you belong. If
you belong to the idealist group, there are unchanging and universal values. The values of love,
care and concern for our fellowmen are values for all people regardless of time and space. They
remain unchanged amidst changing times. These are called transcendent values, because they are
beyond changing times, beyond space and people. They remain to be a value even if no one values
them. They are accepted as values everywhere. On the other hand, the relativists claim that there
are no universal and unchanging values. They assert that values are dependent on time and place.
The values that are forefathers believed in are not necessarily the right values for the present. What
the British consider as values are not necessarily considered values by Filipinos.
In this Lesson, our discussion on values formation is based on the premise that there are
transcendent values. Most of Filipinos, if not all, believe in a transcendent being whom we call by
different names Bathala, Apo Dios, Kabunian, and the like.
Values are taught and caught
Are values caught or taught? Our position is that values are both taught and caught. If they
are not taught because they are merely caught, then there is even no point in proceeding to write
and discuss your values formation as a teacher here! Values are also caught. We may not be able to
hear our father’s advice “Do not smoke” because what he does (he himself smoke) speaks louder
than what he says. The living examples of good men and women at home, school and society have
far greater influence on our value formation than those well-prepared lectures on values excellently
delivered by experts who may sound like “empty gongs and clanging cymbals”.
Values have cognitive, affective and behavioural dimensions
Values have a cognitive dimension. We must understand the value that we want to acquire.
We need to know why we have to value such. This is the heart of conversion and values formation.
We need to know how to live by that value. These are the concepts that ought to be taught.
Values are in the affective domain of objectives. In themselves they have an affective
dimension. For instance, “it is not enough to know what honesty is or why one should be honest.
One has to feel something towards honesty, be moved towards honesty as preferable to
dishonesty.” (Aquino, 1990)
Values also have a behavioural dimension. In fact, living by the value is the true acid test if
we really value a value like honesty.
Value formation includes formation in the cognitive, affective and behavioural aspects
Your value formation as teachers will necessarily include the three dimensions. You have
to grow and knowledge and in wisdom and in your “sensitivity and openness to the variety of value
experience in life.” (Aquino 1990) “But grow in the grace and knowledge of our Lord and Savior
Jesus Christ.” (2Peter 3:18, NIV). You have to be open and attentive to your vale lessons in Ethics
and for those in sectarian schools, Ethics and Religious Education. Take active part in value
sessions like fellowships, recollections organized by your church group or associations. Since
values are also caught, help yourself by reading the biographies of heroes, great teachers and saints
(for the Catholics) and other inspirational books. (It is observed that less and less teachers read
printed materials other than their textbooks)
Value formation is a raining of the intellect and will
Your value formation in essence is a training of your intellect and will. Your intellect must
be enlightened by what is true. Your will wills to act on the right value and wills to avoid the
wrong value presented by your intellect.
It is clear that “nothing is willed unless it is first known.” Thought must precede the
deliberation of the will. An object is willed as it is known by the intellect and proposed to the will
as desirable and good. Hence, the “formal and adequate object of the will is good as apprehended
by the intellect”. (Kelly, 1965) These statements underscore the importance of the training of your
intellect. Your intellect must clearly present a positive value to be a truly positive value to the will
not as one that is apparently positive but in the final analysis is a negative value. In short, your
intellect must be enlightened by what is true.
It is, therefore, necessary that you develop your intellect in its three functions, namely:
formation of ideas, judgement and reasoning” (Kelly. 1965). It is also equally necessary that you
develop your will so you will be strong enough to act on the good and avoid the bad that your
intellect presents.
How can your will be trained to desire strongly the desirable and act on it? Remember these words
of wisdom from the Lord.
“ Finally, brothers, whatever is true, whatever is noble, whatever is right, whatever is
pure, whatever is lovely, whatever is admirable-if anything is excellent or praiseworthy-
think about such things. Whatever you have learned or received from me, or seen in me-put
it into practice”. (Philippians 4:8-9 NIV)
Virtuous versus vicious life and their effect on the will
In short, a virtuous life strengthens you to live by the right values and live a life of
abundance and joy while a vicious life leads you to perdition and misery.
WARNING: Then NEVER to give way to a vice! Instead develop worthwhile hobbies. Cultivate
good habits.
If you recall, in Lesson 3, we said a moral person is one who leads a virtuous life, Panizo
claims “ virtue involves a habit, a constant effort to do things well in spite of obstacles and
difficulties.” A virtue is no other than good habit. You get so used to doing good that you will be
stronger to resist evil. So, START and CONTINUE doing and being good!
Max Scheler’s hierarchy of values
Max Scheler outlined a hierarchy of values. Our hierarchy of values is shown in our
preferences and decisions. The highest values are those that directly pertain to the Supreme Being
while the lowest values are those that pertain to the sensual pleasures.
Pleasure Values- the pleasant against the unpleasant
the agreeable against the disagreeable
sensual feelings
- experiences of pleasure or pain
Vital Values- Values pertaining to the well- being either of the individual or of the community
Health, vitality,
Values of vital feeling- capability, excellence
Spiritual values- Values independent of the whole sphere of the body and of the environment
Grasped in spiritual acts of preferring loving and hating
- aesthetic values
- Values of right and wrong
- Values of pure knowledge
Based on Scheler’s hierarchy of values, the highest values are those that directly pertain to
the Supreme Being while the lowest values are those that pertain to the sensual pleasures. We act
and live well if we stick to Scheler’s hierarchy of values. i.e. give greater preference to the higher
values. We will live miserably if we distort Scheler’s hierarchy of values, for instance, when we
subordinate spiritual values to pleasure values. We act well when we give up pleasure of drinking
excessive alcohol for the sake of our health. But while we take care of our health, Christians will
say, we bear in mind that we do not “live by bread alone” but also by “ the word that comes out
from the mouth of God” (Luke 4:4)..life is more than the food and the body more than the
clothing.” (Luke 12:23)
Our concerns must go beyond the caring of our body health. As we learned in Lesson 1, man is
embodied spirit and so we also need to be concerned with matters of the spirit like appreciation of
what is right and what is beautiful.
Values of the Holy- Appear only in regard to objects intentionally given as “absolute objects”
belief, adoration, bliss
Values clarification
After introducing transcendent values, let me introduce you to the process of the value clarification.
In a pluralistic society, we can’t help but face the value confusion and value contradictions of our
times. When we do not know what we really value or when we are not clear on what we really
value, we end up like lukewarm or uncommitted to a value. The advocates of value clarification
assert that we must clarify what we really value. The term value is reserved for those “individual
beliefs, attitudes and activities…. That satisfy the following criteria:
1. freely chosen
2. chosen from among alternatives
3. chosen after reflection
4. prized and cherished
5. publicly affirmed
6. incorporated into actual behaviour, and
7. acted upon repeatedly in one’s life.
This means that if you value honesty you have chosen it freely from among alternatives
and after considering its consequences. You prize it and you are proud of it and so you are not
ashamed for others to know that you value it. You practice and live by honesty and have made it
your habit to act and live honestly.
MASTERY TEST
Test your Understanding
Directions: Answer the following questions. Write Your answer in one
whole sheet of bond paper, handwritten or typewritten. Send your
answer to our Google Class. (45pts.)
1. Do we have such a thing as unchanging values in these changing times? Yes or No? Explain. If
your answer is yes, provide examples for your explanation.
-Yes, we have such unchanging values like the love and care we have for our family because it was
one of our characteristics as a Filipino. Even time will change our love for our family will not
because no matter what happen they play a big part in our life and hold the larger part of our heart.
The innate values of us cannot be change as time changes because we will not let other things
change it. It is part of our existence and humanity.
2. What do we mean when we say transcendent values are independent of time, space, and people?
-Transcendent values are independent of time, space and people because these values remain
values even though people did not. The time can’t change that love, care and concern of us to
others. It will still a value because it is natural to all of us. It is inside of us and time, space and
people can’t do anything about it. It will not be change nor be erase as a value. The transcended
values is accepted everywhere at any time. All these kind of values are values for everyone
regardless of time and space. It is not dependent to time, space and people because it will exist as a
value even without them.
3.Should values be taught? Why?
-Values should be taught because from our childhood our family and teacher taught us a lot of
values. It is for us to be enlightened and to be reminded of the values and characters we should
have as a human being. When values are taught the children will be able to function and survive
well in the society, as well as he will be a reason that it will continue existing in the future. Though
values can also be caught because we learned it by experience and observation, it should also be
taught for more understanding and better application in our daily lives
4. What are the three dimensions of value and value formation? Explain each.
-The three dimensions of value and value formation are cognitive, affective and behavioral
dimensions. The cognitive dimension is the value that we want to acquire or what we need to value
and know. These dimension is ought to be taught or learned. While the affective dimension is when
one has to feel something about that value. Lastly, is the behavioral dimension , living by the value
itself meaning practice that value or take it in action.
5. Value Formation is training of the intellect and the will. What does this training consist of?
-Your intellect or the ability to think and reason should be enlightened by truth. You should reason
with truth and think nothing but the truth. Lies has no room in training your intellect. While the will
should act on the right value and wills to avoid the wrong value presented by your intellect.
Thought must precede the deliberation of the will. So if our thoughts are true then we will do well.
An object is willed as it is known by the intellect and proposed to the will as desirable and good.
6. What is the effect of good habit (virtue) and the bad habit (vice) on the will?
-The effect of good habit on the “will” is that it can be morally right and that it will be practiced to
do right things. It will enable us to live I right values and live in richness and in joy. We can feel
the fulfilment. Living with good habit will enable us to surpassed and do consistently the efforts to
surpassed the obstacles and difficulties we may encounter here on earth. As well as the “will” of us
will have a good habit on doing or choosing good and it will avoid evil or wrong. While if the will
were affected by bad habit it will not be right or moral to feel. Our inner self will be miserable and
be punished by conscience and consequences of wrong doings. The vices will lead us to evil and
even committing a crime. So practice doing good habit than bad habit.
7. Which is the lowest value in Scheler’s value of hierarchy? Highest?
-The lowest value in Scheler’s value of hierarchy is the Pleasure values. It is the sensual feelings
and talks about pleasant against unpleasant, and agreeable against disagreeable. For example is the
feeling of gladness, joy and the feeling of good or happy. While the highest value is the Values of
Holy which appear only in regard to objects intentionally given as “absolute objects”. The doing of
holy events to give respect and praise to God. An example of it are belief, cult, worship and prayer.
The value that talks about good habit and will give felicity on God.
8. Based on Scheler’s hierarchy of values, what is life well lived?
- Based on Scheler’s hierarchy of values the value that life will lived are also the values in the
hierarchy, Because all of this values were practiced in our daily lives. Like going to church, having
sleep, feel joy and we also read or listen to words of God. . We will live miserably if we don’t
follow Scheler’s hierarchy of values, for example, when spiritual values go under the pleasure
values. We do well doing vices like drinking because we feel the enjoyment without minding the
effects of it to our health. All of those values were applicable and have an essence in our existence
or in our daily life. It can be seen and observed in simple things or actions we do every day.
9. According to advocates of value clarification, how can you test if value is really your value?
-According to advocates of value clarification we can test if the values is really our value if we
know what is the meaning of value, this term refers to our individual beliefs, attitudes and
activities. These values are satisfied by how we choose freely, reflecting before choosing, choose
among alternatives, incorporate actual behavior and acted upon repeatedly in one’s life. Testing
that a value is our value through analyzing the actions and the consequences with appropriate
behavior as well as live with those values with honesty, and acceptance that you possessed it.
LEARNING ACTIVITIES
Activity 1. Graphic Organizer

Directions: Present Scheler’s hierarchy of values by means of an appropriate graphic
organizer. Each level of values must be explained and must be given example. Submit your
output to our Google class. (40pts.)
MAX SCHELER'S
HIERARCHY OF VALUES
Values of the Holy- Appear only in regard to objects intentionally given as “absolute
objects”
Examples: belief, adoration, bliss
Spiritual values- Values independent of the whole sphere of the body and of the
environment
Grasped in spiritual acts of preferring loving and hating
Examples- aesthetic values, values of right and wrong, values of pure knowledge
Vital Values- Values pertaining to the well- being either of the individual or of the
community
Examples: rest/sleep (physical
human interaction (mental)
Pleasure Values- the pleasant against the unpleasant

the sensual feelings and experiences of pleasure or pain
Examples:gladness, liking, enjoyment, feeling good or happy
Activity 2. Research Work
Directions: Answer the following questions and support with facts based from your research.
Submit your work to our Google Class. (40 pts.)
1. Which Filipino values pose obstacles to your value formation? How do they block your
formation?
The Filipino values that pose obstacles to my value formation are the hospitality because
sometimes I tend to do and give all things to a visitor so that I can please them for their visit even
though sometimes I can’t afford it. There is also the “pakikisama” in social world because I tend to
act and behave some things even though I don’t really have that or not practicing it always, it is just
to be in trend to my friends and to be not left behind. For example we will drink and smoke when
they do that even we don’t like to do it. It block my formation because it holds me from doing
what I should and ought to do. It grips me on thinking what is right and how should I act without
judgments on my actions. I should be enlightened and developed my values if it don’t come along
my way in analyzing and clarifying my values.
2. Are there times when the will refuses to act on what the intellect presents as good? How does a
person feel?
Yes here are times that will refuses because they always contradict to each other. It may be known
good but as our will and freedom refused because we want to do want we want even it is not the
right thing to do. My feeling is unknown I can’t determine should I feel good or bad about because
it is confusing. There are contradiction between what is the right thing to do and the urge to do
what I want eventhough sometimes it is against the good because I thought it will be better. Though
there are times that the person will feel guilty because his will is against the good and that our will
did not go with our intellect meaning w don’t really know better our values.
3. The atheist denies God’s existence. Will he lack the values of the Holy, the highest level of value
according to Scheler? How will this affect his/her way of life?
The atheist refers to denial of metaphysical beliefs in God or spiritual beings. Yes, he will lack on
the values of holy because he don’t believe on god or religion and that is the values of holy.
Atheists also reject such beliefs were it should be a values of holy that one must have. Their will
did not go with the truth and good because they did not know and believe in God. They will do
what they want and what do they believe in without thinking if it is with accordance to God’s want.
He will live in a life with pleasure but lack of holy and spiritual values. He might have a life with
misery and wrong doing
4. It is observed that beginning teachers somewhat lack of emotional stability. What are some of its
causes? What should you do to counteract it?
Beginning teachers are often assigned the most difficult classes to teach, poorly developed
emotional stability, social skills and/or responsibilities. The beginning teacher need to determine
which problems can be handled in the classroom, which require consultation with school official
and which require involvement of community agencies beyond those available in the school
district. They are new also to the environment and having a hard time adjusting that’s why they
can’t control or handle their emotion stable.
Lesson 5. Teaching as Your Vocation, Mission and Profession
“One looks back with appreciation to the brilliant teachers, but with gratitude to those
who touched our human feeling.” – Carl Jung
Etymology of word “vocation”
Vocation comes from the Latin word “vocare” which means to call. Based on the
etymology of the word, vocation, therefore, means a call. If there is a call, there must be a caller
and someone who is called. There must also be a response.
For Christians, the Caller is God Himself. For our brother and sister Muslims, Allah.
Believers in the Supreme being will look at this voiceless call to have a vertical dimension. For
non-believers, the call is also experienced but this may viewed solely along a horizontal dimension.
It is like man calling another man, never a Superior being calling man.
The Christians among you realize that the Bible is full of stories of men and women who
were called by God to do something not for themselves but for others. We know of Abraham, the
first one called by God, to become the father of a great nation, the nation of God’s chosen people.
We recall Moses who was called while in Egypt to lead God’s chosen people out of Egypt in order
to free them from slavery. In the New Testament, we know of Mary who was also called by God to
become the mother of the Savior, Jesus Christ. In Islam, we are familiar with Muhammad, the last
of the prophets to be called by Allah, to spread the teachings of Allah. All of them responded
positively to God’s call. Buddha must have also heard the call to abandon his royal life in order to
seek the answer to the problem on suffering.
Teaching as your vocation
Perhaps you never dreamt to become a teacher! But here you are now preparing to become
one! How did it happen? From the eyes of those who believe, it was God who called you here for
you to teach, just as God called Abraham, Moses, and Mary, of the Bible. Like you, these biblical
figures did not also understand the events surrounding their call. But in their great faith, they
answered YES. Mary said: “Behold the handmaid of the Lord. Be it done to me according to your
word”. (of course, it is difficult explaining your call to teach as God’s call for one who, in the first
place, denies God’s existence, for this is a matter of faith.) The fact that you are now in the College
of Teacher Education signifies that you positively responded to the call to teach. Right? May this
YES response remain a YES and become even firmer through the years. Can you believe it? Better
believe it!
Etymology of the word “mission”
Teaching is also a mission. The word mission comes from the Latin word “misio” which
means “to send”. You are called to be a teacher and you are sent into the world to accomplish a
mission, to teach. The Websters’ New Collegiate Dictionary defines mission as “task assigned”.
You are sent to accomplish an assigned task.
Teaching as your mission
Teaching is your mission means it is the task entrusted to you in this world. If it is your
assigned task then naturally you’ve got to prepare yourself for it. From now on you cannot take
your
studies for granted! Your four years of pre-service preparation will equip you with the knowledge,
skills, and attitude to become an effective teacher. However, never commit the mistake of
culminating your mission preparation at the end of the four-year pre-service education. You have
embarked in a mission that calls for a continuing professional education. As the saying goes “once
a teacher, forever a student.”
Flowing from your uniqueness, you are expected to contribute to the betterment of this
world in your own unique way. Your unique and most significant contribution to the humanization
of life on earth is in the field where you are prepared for- teaching.
What exactly is the mission to teach? Is it merely to teach the child the fundamental skills
or basic r’s of reading, ’righting, ‘rithmetic and right conduct? Is it to help the child master the
basic skills so s/he can continue acquiring higher-level skills in order to become a productive
member of society? Is it to deposit facts and other information into the “empty minds’ of students
to be withdrawn during quizzes and test? Or is it to “midwife” the birth of ideas latent in the minds
of students? Is it to facilitate the maximum development of his/her potential not only for
himself/herself but also for others? In the words of Alfred North Whitehead, is it to help the child
become “the man of culture and expertise”? or is it “to provide opportunities for the child’s growth
and to remove hampering influences” as Bertrand Russel put it?
To teach is to do all of these and more! To teach is to influence every child entrusted in
your care to become better and happier because life becomes more meaningful. To teach is to help
the child become more human.
A letter given by a private school principal to her teachers on the first day of a new school
year may make crystal clear for you your humanizing mission in teaching:
Dear Teacher:
I am a survivor of a concentration camp.

My eyes saw what no man should witness:
-Gas chambers built by learned engineers.
-Children poisoned by educated physicians.
-Infants killed by trained nurses.
-Woman and babies shot and burned by high school and college graduates
So I am suspicious of education.
My request is: Help your students become human
Your efforts must never produce learned monsters, skilled psychopaths, and
Eichmann’s.
Reading, writing, arithmetic are important only if they serve to make our children
more human
“Mission accomplished!” This is what a soldier tells his superior after he has accomplished
his assigned mission. Can we say the same when we meet our “Superior” face to face?
Some teachers regard teaching as just a job. Others see it as their mission. What’s the
difference? Read Teaching: Mission and/or Job?
Teaching: Mission and/or Job?
If you are doing it only because you are paid for it, it’s a job:
If you are doing it not only for the pay but also for service, it’s a mission.
If you quit because your boss or colleague criticized you, it’s a job;
If you keep on teaching out of love, it’s a mission.
If you teach because it does not interfere with your other activities, it’s a job;
If you are committed to teaching even if it means letting go of other activities, it’s a
mission.
If you quit because no one praises or thanks you for what you do, it’s a job;
If you remain teaching even though nobody recognizes your efforts, it’s a mission.
It’s hard to get excited about teaching job;

It’s almost impossible not to get excited about a mission.
If our concern in success, it’s a job;

If our concern is success plus faithfulness, it’s a mission.
An average school is filled by teachers doing their teaching job;

A great school is filled with teachers involved in a mission of teaching.
-Adapted from Ministry or Job by Anna Sandberg
The elements of a profession
Teaching like engineering, accounting and the like is a profession. A teacher, like an
engineer, a nurse and an accountant, is a professional. What are the distinguishing marks of a
professional teacher? Former Chairperson of the Professional Regulation Commission, Hon.
Hermogenes P. Pobre in his pithy address in a national convention of educators remarked: “The
term professional is one of the most exalted in the English language, denoting as it does, long and
arduous years of preparation, a striving for excellence, a dedication to the public interest, and
commitment to moral and ethical values.”
Teaching as you profession
Why does a profession require “long and arduous years of preparations” and “a striving for
excellence”? because the end goal of a profession is service as we have heard many times “we
cannot give what we do not have”. We can give more if we have more. For us to be able to give
more, continuing professional education is a must. For us teachers, continuing professional
education is explicit in our professionalization law and our Code of Professional Ethics.
Our service to the public as professional turns out to be dedicated and committed only
when our moral, ethical, and religious values serve as our bedrock foundation. The same moral,
ethical and religious convictions inspire us to embrace continuing professional education.
If you take teaching as your profession, this means that you must be willing to go through a
long period of preparation and a continuing professional development. You must strive for
excellence, commit yourself to moral, ethical and religious values and dedicate yourself to public
service.
The “pwede na” mentality vs. excellence
The “striving for excellence” as another element of a profession brings us to our “pwede
na” mentality, which is inimical to excellence. This mentality is expressed in other ways like
“talagang ganyan yan”, “wala na tayong magawa”, -all indicators of defeatism and resignation to
mediocrity. If we stick to this complacent mentality, excellence eludes us. In the world of work
whether here or abroad, only the best and the brightest make it. (At this time, you must have heard
that with the rigid selection of teacher applicants done by DepEd, only a few make it!) The
mortality rate in the Licensure Examination for Teachers for the past ten years is a glaring evidence
that excellence is very much wanting of our teachers graduates. If we remain true to our calling
and mission as a professional teacher. We have no choice but to take the endless and the “less
traveled road” to excellence.
Teaching and a life of meaning
Want to give your life a meaning? Want to live a purpose-driven life? Spend it passionately
in teaching, the most noble profession. Consider what Dr. Josette T. Biyo, the first Asian teacher to
win the Intel Excellence in Teaching Award in an international competition, said in a speech
delivered before a selected group of teachers, superintendents, DepEd officials and consultants to
wit:.
Teaching may not be a lucrative position. It even means investing your personal time,
energy and resources. Sometimes it means disappointments, heartaches, and pains. But touching
the hearts of people and opening the minds of children can give you joy and contentment which
money could not buy. These are the moments I teach for. These are the moments I live for.
I hope you are inspired now to become one of the professional teachers someday.
Ready for the mastery test… enjoy… God bless you 
MASTERY TEST
Test your understanding
Directions: Identify the following statements. Write your answer on the
space provided.
Transcendent values 1. These are values that are beyond changing times, space
and people.
Cognitive 2. These are the dimensions of values.
Affective 3.
Behavioral 4.
Value formation 5. It is the training of the intellect and will.
Virtuous life 6. It strengthens you to live by the right values and live of abundance and joy.
Vicious life 7. It leads you to perdition and misery.
Virtue 8. It involves a habit, a constant effort to do things well in spite of obstacles and difficulties.
Cognitive 9. __________________ is the values dimension wherein we need to
understand the value that we want to acquire and know why we have to value such.
Behavioral 10. Living by the value is a _______________________ dimension.
Affective 11. When one has to feel something about those values is the
________________ dimension.
Transcendent values 12. _________________________ remain to be a value even if no
one values them.
13. Intellect is the ability to think, judge and reason while (14) will is the capability to
choose.
15. Supreme Being is the highest value in Scheler’s value hierarchy while the lowest value
is (16) sensual pleasures.
17. The word misio means “to send”, while (18) vocare means “a call”.
Teaching 19. It refers to a task assigned.
Professional 20. It denotes long and arduous years of preparation, striving for excellence
and commitment to moral and ethical values.
LEARNING ACTIVITIES
Activity 1. Teaching my Vocation, Mission and Profession
Name: Marasigan, Lyka D. Yr. &Sec. BSED-2A3-Filipino Major

Directions: Compose a song or a poem about teaching as your Vocation, Mission and
Profession. Write you composition here. Submit your work to your Instructor via Google
Classroom. See the Rubrics given.
“Ultimate Goal”
Teaching and becoming a teacher,

Is one of my goals and dreams?
Believing that it is God’s will and want for me,
I will follow that, as well as I will share
And teach my knowledge.
My mission as a teacher,
Is to teach every learner.
Not only on how to read storybook,
But also how to make their own story in a book.
A story of them,
While achieving their dream.
As well as how hardships
Bring them to happiness and success.
A sense of contribution,
In aiming and gaining their ambition
As well as to the production on their action,
Lastly, hoping to say and greet them “congratulation”.
Teaching is a profession,
Obtained through obstacles and long preparation.
Dedicated for excellence
And in the sense of public service.
It is not only a mission and profession,

Teaching is also my passion.
The real vocation,
That my will and thoughts wants for real education.
Activity 2. Teaching my Vocation, Mission and Profession Song/Poem
Name:________________________________________________ Yr. &Sec. ________

Directions: Using your composition in Activity 1, make a video presentation as a poem or as a
song. See the given Rubrics. Submit you Video via Google Class. (90 pts.)
REFERENCES
Aquino, R. (1990). A philosophy of education. Lyceum of Aparri: Aparri, Cagayan
Bilbao, P.P. et.al. (2015). The teaching profession (3rd Edition). Lorimar Publishing Inc. Aurora
Blvd.
Cubao, Quezon City, Philippines.
Ramos, C. R. (2016). Introduction to the philosophy of the human person (1 st Edition). Rex Book
Store, Nicanor Reyes Ave., Manila, Philippines.
RUBRICS
Graphic Organizer
10 8 6 4
Organization Extremely well Organized. Somewhat Poorly
organized. Structure allows organized structure organized. A
Order and reader to move allows reader to clear sense of
structure of through content move through direction is not
information is without some of the content evident. Flow is
compelling and confusion. without confusion. frequently
flows smoothly Flows smoothly Flow is sometimes interrupted.
interrupted.
Content Thorough and Complete Shows some Shows
insightful understanding understanding of incomplete
understanding of content content understanding
of content of material
Creativity Enthusiastically Use of materials Shows some use of Shows minimal
uses materials and ideas for materials and ideas effort for
and ideas for enhancement enhancement of
enhancement materials and
ideas
Ideas Insightful and Ideas are Ideas are Ideas are
well considered considered; somewhat on topic; unclear
ideas making more than one makes some
multiple thoughtful connections few connections
connections connection is
made
Poem Writing
CATEGORY Excellent - 20 Good - 15 Satisfactory - 10 Needs Improvement

-5
THE WRITING Student devoted a lot Student devoted Student devoted some Student devoted little
PROCESS / of time and effort to adequate time and time and effort to the time and effort to the
the writing process effort to the writing writing process but was writing process. It
and worked hard to process and worked to not very thorough. Does appears that the
EFFORT make the poem a get the job done. The enough to get by. There student does not care
good read. The poem may have one or are several errors. about the assignment.
poem has no errors. two errors. The poem has many
errors.
TITLE The poem has a title The poem has a title The poem has a title The poem has no title
that clearly relates to that relates to the poem
the poem and adds
interest to the theme
or message of the
poem
NEATNESS The final draft of the The final draft of the The final draft of the The final draft is not
poem is readable, poem is readable, neat poem is readable and neat or attractive. It
clean, neat and and attractive. It may some of the pages are looks like the student
attractive. It is free of have one or two attractive. It looks like just wanted to get it
erasures and crossed- erasures, but they are parts of it might have done and didn’t care
out words. It looks not distracting. It looks been done in a hurry. what it looked like.
like the author took like the author took
great pride in it. some pride in it.
STYLE The poem is written The poem is written The poem is written The poem lacks style
with a great sense of with a defined with somewhat with style. and the thoughts did
style. The poem has style. Thoughts are Thoughts are clear to a not come out clearly
been well thought clear to read and degree. on paper.
out and makes sense understandable.
to the reader.
VOCABULARY The poem is filled The poem includes The poem includes some The poem lacks
with descriptive many descriptive descriptive words and description and does
vocabulary that elements and is phrases. not allow the reader
appeals to the reader. appealing. to visualize the poem.
POEM RECITATION
CATEGORY 15 10 7 5 Comments:
Volume Volume is loud Volume is loud Volume is loud Volume often too soft
enough to be heard enough to be heard by enough to be heard by to be heard by all
by all audience all audience members all audience members audience members.
members throughout at least 90% of the at least 80% of the
the presentation. time. time.
Accuracy Student verbalizes Student verbalizes a Student skips a few of Student forgets all the
every word in the majority of the words the words in the poem lines or phrases in the
poem and does not in the poem and does and forgets lines or poem.
skip lines or not skip lines or phrases.
phrases. phrases.
Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or can
distinctly all (100- distinctly all (100- distinctly most ( 94- not be understood OR
95%) the time, and 95%) the time, but 85%) of the time. mispronounces more
mispronounces no mispronounces one Mispronounces no than one word.
words. word. more than one word.
Preparedness Student is Student seems pretty The student is Student does not seem
completely prepared prepared but might somewhat prepared, at all prepared to
and has obviously have needed a couple but it is clear that present.
rehearsed. more rehearsals. rehearsal was lacking.
Enthusiasm Facial expressions Facial expressions and Facial expressions and Very little use of
and body language body language body language are facial expressions or
generate a strong sometimes generate a used to try to generate body language. Did
interest and strong interest and enthusiasm, but seem not generate much
enthusiasm about enthusiasm about the somewhat faked. interest in topic being
the topic in others. topic in others. presented.
Rate of Speech Read with Read with appropriate Speed of reading Rate of speech
appropriate speed so speed to allow for allowed for interfered with most
that audience clear understanding by understanding by only of the audience's
members could most of the audience some of the audience understanding of the
clearly understand throughout the poem. members some of the poem most of the
the poem. Rate of time. time.
speech was slowed
or sped up to match
tone of poem.
Prepared by: Review
LEONICIA S. MARQUINEZ, Ph.D. GLENDA C. CASTILLO

Associate Prof V BSEd Program Chairperson
Approved:
APRIL BAGON-FAELDAN, Ph.D.

Dean, College of Teacher Education

Module 1-Final-Lyka Marasigan (2A3)

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THE TEACHING PROFESSION

ALTERNATIVE INSTRUCTIONAL MATERIAL (AIM)

 Cultivate critical thinking and problem-solving skills.

Teaching will remain to be the Noblest Profession in the history of

Welcome to world of Teaching Profession!

This module provides you an opportunity to explore teaching as a profession

MASTERY TEST/ WRITTEN WORKS

LEARNING ACTIVITIES/ PERFORMANCE TASKS

How do you use this module?

Module 1. You, the Teacher, as a Person in Society

NO 11. Is the perennialist curriculum geared towards specialization?

NO 22. Is the natural law known only by the learned?

NO 24. Is an animalistic act of man moral?

Do This: An Exercise to Determine your Educational Philosophy (Adapted).

1.There is no substitute for concrete experience in 

2. The focus of education should be the ideas that 

3. Teacher must not force they students to learn 

4. School must develop students’ capacity to 

5. In the classroom, students must be encourage 

6. Students should read and analyze the Great 

7. Teachers must help students expand their 

8. Our course of study should be general, not 

9. There is no universal, inborn human nature .We 

10. Human beings are shaped by their 

12. Change of environment can change a person. 

13. Curriculum should emphasize on the 

14. Teacher cannot impose meaning; students 

15. Schools should help individuals accept 

16. Learners produce knowledge based on their 

17. For learner to acquire the basic skills, s/he must 

18. The teacher and the school head must prescribe 

19. The truth shines in an atmosphere of genuine 

20. A learner must be allowed to learn at his/her 

21. The learner is not a blank slate but brings past 

22. The classroom is not a place where teacher 

23. The learner must be taught how to 

24. To understand the message from his/her 

1,3,5,7 2 you are more of progressivist

2,4,6,8 0 you are more of a perennialist

9,15,20,25 3 you are more of an existentialist

10,12 1 you are more of a behaviorist

11,13,17,18 1 you are more of an essentialist

14,16,21,22 1 you are more of a constructive

19,23,25 3 you are more of a linguistic philosopher

Seven Philosophies of Education:

Philosophies Why Teach What to Teach How to Teach

A journey of 1000 miles starts with the first step

Learning is like a building a house because…

Teaching is like a climbing mountain because…

Learning is a gift since…

A new idea is the sparks that lights an eternal flame

A. Test Your Understanding

Directions: Identify to which Philosophy does each theory of man belong?

original and put it in a frame and place it on your wall or table

This symbol is like the goal of this philosophy because it let

Activity 2. Venn Diagram

Name: Marasigan, Lyka D. Yr.&Sec. BSED-2A3-Filipino Major

1. similarities between Essentialism and Perennialism

-both transmit knowledge to students

-promote education on moral values,

ESSENTIALISM -traditional/historical education PERENNIALISM

-the teacher is the fountain of

3. similarities between Linguistic Philosophy and Constructivism